The Use of Artificial Intelligence in Science Education: A Case Study

Abstract

This study aims to examine how a faculty member working at an education faculty in Türkiye integrates artificial intelligence (AI) tools into science education, as well as their views and experiences. Based on a qualitative case study design, data obtained from semi-structured interviews and notes taken by a participant observer who attended the faculty member's classes were analyzed thematically, revealing five main themes. These themes are commonly used AI tools, AI and information reliability, AI and ethics, AI and access to information, and perceptions of AI. The research findings reveal that the definition of AI is not yet fully established and can be perceived in different ways, that information obtained through AI is not very reliable in terms of science education, that it contains misconceptions and misinformation, that there are ethical issues in AI-based studies, and that although AI facilitates access to information, it carries risks in terms of developing thinking skills. In light of these findings, science educators are advised to educate themselves on subject matter knowledge and misconceptions, critically evaluate information obtained through AI, and adhere to ethical principles when using AI.